Our very own Student Assessment Researchers (StARs) delivered a presentation at the 2023 Writing Across Borders Conference in Trondheim, Norway this week!

Richard Kim, Professor of Asian American Studies, explains how focusing on student learning outcomes helped him "learn to be a better teacher."

By Mona Monfared, Assistant Professor of Teaching, Molecular & Cellular Biology

Q: How have you reconsidered your (course level) assessment plans in light of the remote teaching and learning context? 

UC Davis faculty, students, staff, and administrators are all learning about what it means to take instruction online in a hurry.  The challenges are very real, as are the stakes. Following are perspectives from faculty and assessment practitioners that shed light on the questions we have. 

By Tessa Hill, Professor of Department of Earth & Planetary Sciences

Q: How have you reconsidered your (course level) assessment plans in light of the remote teaching and learning context?

A: I have made several changes to my assessment in my upper division course (70 students) this quarter.

April 16, 2020

Anne Todgham, Associate Professor of Animal Science, explains how investing time to think about assessment allows her to approach her teaching more creatively, while also focusing on what matters most.

Heather J. Hether, Associate Professor of Teaching Communication, explains how clarifying and communicating her goals for student learning supports students and provides her valuable and actionable information about student achievement in her courses.

By Mark Verbitsky, Assistant Professor of Teaching Political Science

Q. How have you reconsidered your course-level assessment plans in light of the remote teaching and learning context?

The following questions reflect a utilization-focused approach to inquiry. We believe that all successful projects begin with questions. Have a look! What other questions do you ask? Tell us.